Reading Pre- A

Behaviors
o Uses Oral Language o Hears Rhymes
Skills o Hears Beginning
o Writes Name Sounds
o Identifies Letters o Uses Pictures
o Forms Letters o Applies One-to-
o Knows Letter sounds One Matching
o Claps Syllables o Understands
Concepts of Print
 Interventions Pre- A
Focus Suggestions for Intervention

Uses oral • Make a special effort to engage the student

language in conversations throughout the day.
skills Encourage “turn and talk” during whole-group
instruction.
• During the shared reading component model a
simple sentence about a picture and have the
student repeat it. If he or she can’t repeat
the sentence, shorten it.
• Encourage quiet talking during independent
learning centers. Create a “play center”
where students reenact a fairy tale or
nursery rhyme you have read to the class. All
children will enjoy this center, but it is
especially beneficial to ELL.
• Use gestures and props to explain unfamiliar
concepts in books.
• Technology Tip: As an independent activity,
have students listen to stories on an app.
• www.farfaria.com (leveled text)
• Create personalized books with student
names in them. These books are
perfect for beginning readers because
one of the first words they will
recognize is their name.
www.bookbuilder.com
 Interventions Pre- A
Focus Suggestions for Intervention
Writes • As an independent practice activity, have the
name student do rainbow writing with his or her
first name. You could have a rainbow-writing
center with every student’s name written on a
sheet of paper. The student can use different
colored markers to practice writing his or her
name and classmates’ names.
• Technology Tip: Use an app that helps the
child trace his or her name.
Identifies • Do the alphabet tracing twice a day. Send an
Letters alphabet book home with a letter explanation.
• Check letter knowledge:
• Line up 3 random magnetic letters
and ask the student to show you one
of the letters. If the student points to
the correct letter, place it in the
“known” pile. If the student points to
the wrong letter, remove both the
letter you asked for and the letter the
student pointed to and place them in
the “unknown” pile. Continue adding
more letters (never showing more than
3) until you’ve assessed the entire
alphabet. Assess uppercase one day
and lowercase another.
 Interventions Pre- A
Focus Suggestions for Intervention
Writes • As an independent practice activity, have the
name student do rainbow writing with his or her
first name. You could have a rainbow-writing
center with every student’s name written on a
sheet of paper. The student can use different
colored markers to practice writing his or her
name and classmates’ names.
• Technology Tip: Use an app that helps the
child trace his or her name.
Identifies • Do the alphabet tracing twice a day. Send an
Letters alphabet book home with a letter explanation.
• Check letter knowledge:
• Line up 3 random magnetic letters
and ask the student to show you one
of the letters. If the student points to
the correct letter, place it in the
“known” pile. If the student points to
the wrong letter, remove both the
letter you asked for and the letter the
student pointed to and place them in
the “unknown” pile. Continue adding
more letters (never showing more than
3) until you’ve assessed the entire
alphabet. Assess uppercase one day
and lowercase another.
 Interventions Pre- A
Focus Suggestions for Intervention
Forms • Teach one letter formation every day during
letters the Pre-A lesson. Use the verbal pathway for
each letter and have the child say the phrase
as he or she writes the letter.
• Research handwriting programs that target
letter formation (Handwriting without Tears)
• Experiment with different writing tools such as
markers, gel pens, and special pencils to find
one the student likes.
• Have the student try different pencil grips and
see if he or she produces a firmer grip.
• Technology Tip: Use a handwriting app to
support letter formation (e.g., iTrace).
Knows • Use hand gestures or picture links to teach
letter letter sounds.
sounds • If the student knows most of the letters but
very few sounds, continue tracing of the
alphabet book with a tutor. Have the student
say the name and sound while tracing the
letters.
Claps • Use picture cards that have one syllable. Then
syllables do one and two syllables. Clap with the
student and gradually release your support.
 Interventions Pre- A
Focus Suggestions for Intervention
Hears • Use picture cards for the rhyming activity.
rhymes Show two cards. Say the words and have the
student repeat the words. Segment the onset
and rime (e.g., t-op, m-op) to emphasize the
rhyming portion of the word.
• Teach the child to memorize nursery rhymes.
• Read rhyming books (Dr. Seuss) and chants
(“Teddy bear, teddy bear, turn around”) during
whole-class instruction. Emphasize the rhyming
words.
Hears • Use the student’s letter/sound checklist to
beginning select sounds for picture sorts. Always begin
sounds with the letters the student knows and the
ones that have the sound in the letter name.
Choose one known sound and one new sound
for picture sort. Follow procedures on p. 38-
39 of yellow book. The student must say the
word and initial sound before he or she
places the picture under the correct letter.
Uses • For the pre-A lesson, choose books that have
pictures familiar concepts.
• Prompt the student to check the picture
during shared reading.
 Interventions Pre- A
Focus Suggestions for Intervention
Applies one- • Have the student read with a pointer, such as
to-one a craft stick, during shared reading.
matching • Model how to read a page by framing each
word with two index fingers. Have the student
practice framing each word on several
pages.
• When remaking the cut-up sentence, point out
the space between each word.
Understands • During the pre-A lesson, teach one print
concepts of concept each day. Teach the concept a
print. “word” before you teacher the concept of
“first word”. Model, if necessary, but give the
student the opportunity to show you the
concept on several pages. Don’t assume the
student understands the concept until he or
she can demonstrate it without your help.
• Make connections throughout the lesson.
Emphasize the same print concept taught
during shared reading and interactive writing.
If you taught “first word” during the reading,
ask the student to find the first word on the
sentence strip and when you cut the words
apart.
 Word Study Pre- A
GOals
o Identify 40 or more upper- and lowercase letters by
name.
o Learn 8+ letter sounds.
o Hear and identify the initial consonant sound in a
word.
o Write his or her name.
o Learn correct letter formation.

daily Alphabet Tracing

• Students who know less than 10 letters will be trace known
letters and letters in their name.
• Students who know 10-40 letters will trace the entire book.
• As students trace the letters, they say the letter name and
then point to the picture and say the picture. If they don’t
know the letter or form the letter incorrectly, the teacher
use a hand-over-hand method.
 Lesson Outline Pre- A
Component Activities Word Study Goals
Working Choose One: • Develop visual
with • Complete a name memory for first
Names puzzle name
(only for • Make name with • Identify and
students
who cannot magnetic letters discriminate letters
write their • Trace name over a • Learn correct letter
name w/o a
model) template formation
• Learn to write first
2-3 name
minutes
Working Choose One: • Identify letters by
with • Find matching letters in name and sound
Letters the bag • Link letters to
• Match letters to an sounds
alphabet chart • Link letters to
2-3 • Name letters from left anchor pictures
minutes to right • Develop flexibility
• Find a letter on the with letters and
chart sounds
• Name a word that
begins with a letter
• Name the first letter of
a word
• Find a letter that makes
that sound
Lesson Outline Pre- A
Component Activities Word Study Goals
Working Choose One: • Phonological
with Sounds • Clap syllables awareness (syllables
• Work with rhymes and rhymes)
2-3 minutes • Sort pictures by • Phonemic awareness
their first letter (segmenting initial
sound and linking to a
letter)
Working • Discuss pictures in • Attend to print
with Books book • Learn the concept of
• Read book a word
5-6 minutes together • Identify known letters
• Encourage in print
This will be pointing to each • Understand the
a choral word concept of upper-
reading. • Teach concepts of and lowercase letters
print
Interactive • Write a sentence • Hear initial consonant
Writing and together sounds
Cut-Up • Remake a cut-up • Link sounds to letters
Sentence sentence • Learn correct letter
formation
5 minutes • Learn concepts of
letters and words
• Locate a word by 1st
sound
Date:

pre-A lesson plan

Students

Working with Choose one:

Names o Name Puzzle o Magnetic Letters o Rainbow Write
(2-3 min)

Working with Choose one:

Letters o Match letters in the bag
(2-3 min) o Match letters to an ABC chart
o Name letters left to right
o Find the letter on an ABC chart
o Name a word that begins with that letter
o Find the letter that makes that sound
o Name the letter that begins that word
Working with Choose one:
Sounds o Clapping Syllables o Hearing Rhymes o Sorting Pictures
(2-3 min)

Working with Title:

Books
(5 min)

Follow-Up Teaching Points (choose 1-2):

o One-to-one matching o Concept of a word
o Concept of a letter o First/last letter o Period
o Upper/lowercase o First/last word
Interactive Directed Sentence: Letter
Writing & Cut-Up Formation:
Sentence
(5 min)
Notes
 Guided Reading Notes
Date: Level

Pre
Title:

Student Strategies Applied Area of Difficulty Fluency

 clap syllables
 hear rhymes
 hear initial sounds
 attend to print
 1:1 matching
 uses pictures
 oral language
 other:
 clap syllables
 hear rhymes
 hear initial sounds
 attend to print
 1:1 matching
 uses pictures
 oral language
 other:
 clap syllables
 hear rhymes
 hear initial sounds
 attend to print
 1:1 matching
 uses pictures
 oral language
 other:
 clap syllables
 hear rhymes
 hear initial sounds
 attend to print
 1:1 matching
 uses pictures
 oral language
 other:
 Guided Reading Notes
Date: Level

Title: A
Student Strategies Applied Area of Difficulty Fluency
 1:1 matching
 uses pictures
 uses first letter
 uses sight words
 oral language
 other:

 1:1 matching
 uses pictures
 uses first letter
 uses sight words
 oral language
 other:

 1:1 matching
 uses pictures
 uses first letter
 uses sight words
 oral language
 other:

 1:1 matching
 uses pictures
 uses first letter
 uses sight words
 oral language
 other:
 Guided Reading Notes
Date: Level

Title: B
Student Strategies Applied Area of Difficulty Fluency
 1:1 matching
 uses pictures
 uses first letter
 uses last letter
 cross-checks M, S, V
 uses sight words
 takes risks
 other:
 1:1 matching
 uses pictures
 uses first letter
 uses last letter
 cross-checks M, S, V
 uses sight words
 takes risks
 other:
 1:1 matching
 uses pictures
 uses first letter
 uses last letter
 cross-checks M, S, V
 uses sight words
 takes risks
 other:
 1:1 matching
 uses pictures
 uses first letter
 uses last letter
 cross-checks M, S, V
 uses sight words
 takes risks
 other:
 Guided Reading Notes
Date: Level

Title: C
Student Strategies Applied Area of Difficulty Fluency
 uses pictures
 monitors for meaning
 monitors with letters and
sounds
 cross-checks letters and
sounds with pictures
 locates known words
 visually scans L to R
 rereads to problem solve
 uses pictures
 monitors for meaning
 monitors with letters and
sounds
 cross-checks letters and
sounds with pictures
 locates known words
 visually scans L to R
 rereads to problem solve
 uses pictures
 monitors for meaning
 monitors with letters and
sounds
 cross-checks letters and
sounds with pictures
 locates known words
 visually scans L to R
 rereads to problem solve
 uses pictures
 monitors for meaning
 monitors with letters and
sounds
 cross-checks letters and
sounds with pictures
 locates known words
 visually scans L to R
 rereads to problem solve
 Guided Reading Notes
Date: Level

Title: D
Student Strategies Applied Area of Difficulty Fluency
 monitors for M, S, V
 rereads at difficulty
 attends to endings
 uses known parts
 contractions
 uses analogies
 breaks words
 reads with expression
 attends to punctuation
 monitors for M, S, V
 rereads at difficulty
 attends to endings
 uses known parts
 contractions
 uses analogies
 breaks words
 reads with expression
 attends to punctuation
 monitors for M, S, V
 rereads at difficulty
 attends to endings
 uses known parts
 contractions
 uses analogies
 breaks words
 reads with expression
 attends to punctuation
 monitors for M, S, V
 rereads at difficulty
 attends to endings
 uses known parts
 contractions
 uses analogies
 breaks words
 reads with expression
 attends to punctuation
 Guided Reading Notes
Date: Level

Title: E
Student Strategies Applied Area of Difficulty Fluency
 monitors for M, S, V
 rereads at difficulty
 attends to endings
 uses known parts
 contractions
 uses analogies
 breaks words
 reads with expression
 attends to punctuation
 monitors for M, S, V
 rereads at difficulty
 attends to endings
 uses known parts
 contractions
 uses analogies
 breaks words
 reads with expression
 attends to punctuation
 monitors for M, S, V
 rereads at difficulty
 attends to endings
 uses known parts
 contractions
 uses analogies
 breaks words
 reads with expression
 attends to punctuation
 monitors for M, S, V
 rereads at difficulty
 attends to endings
 uses known parts
 contractions
 uses analogies
 breaks words
 reads with expression
 attends to punctuation
 Guided Reading Notes
Date: Level

Title: F
Student Strategies Applied Area of Difficulty Fluency
 monitors for M, S, V
 rereads at difficulty
 attends to endings
 uses known parts
 contractions
 uses analogies
 breaks words
 reads with expression
 attends to punctuation
 monitors for M, S, V
 rereads at difficulty
 attends to endings
 uses known parts
 contractions
 uses analogies
 breaks words
 reads with expression
 attends to punctuation
 monitors for M, S, V
 rereads at difficulty
 attends to endings
 uses known parts
 contractions
 uses analogies
 breaks words
 reads with expression
 attends to punctuation
 monitors for M, S, V
 rereads at difficulty
 attends to endings
 uses known parts
 contractions
 uses analogies
 breaks words
 reads with expression
 attends to punctuation
 Guided Reading Notes
Date: Level

Title: G
Student Strategies Applied Area of Difficulty Fluency
 monitors for M, S, V
 rereads at difficulty
 attends to endings
 uses known parts
 contractions
 uses analogies
 breaks words
 reads with expression
 attends to punctuation
 monitors for M, S, V
 rereads at difficulty
 attends to endings
 uses known parts
 contractions
 uses analogies
 breaks words
 reads with expression
 attends to punctuation
 monitors for M, S, V
 rereads at difficulty
 attends to endings
 uses known parts
 contractions
 uses analogies
 breaks words
 reads with expression
 attends to punctuation
 monitors for M, S, V
 rereads at difficulty
 attends to endings
 uses known parts
 contractions
 uses analogies
 breaks words
 reads with expression
 attends to punctuation
 Guided Reading Notes
Date: Level

Title: H
Student Strategies Applied Area of Difficulty Fluency
 monitors for M, S, V
 rereads at difficulty
 attends to endings
 uses known parts
 contractions
 uses analogies
 breaks words
 reads with expression
 attends to punctuation
 monitors for M, S, V
 rereads at difficulty
 attends to endings
 uses known parts
 contractions
 uses analogies
 breaks words
 reads with expression
 attends to punctuation
 monitors for M, S, V
 rereads at difficulty
 attends to endings
 uses known parts
 contractions
 uses analogies
 breaks words
 reads with expression
 attends to punctuation
 monitors for M, S, V
 rereads at difficulty
 attends to endings
 uses known parts
 contractions
 uses analogies
 breaks words
 reads with expression
 attends to punctuation
 Guided Reading Notes
Date: Level

Title: I
Student Strategies Applied Area of Difficulty Fluency
 monitors for M, S, V
 rereads at difficulty
 attends to endings
 uses known parts
 contractions
 uses analogies
 breaks words
 reads with expression
 attends to punctuation
 monitors for M, S, V
 rereads at difficulty
 attends to endings
 uses known parts
 contractions
 uses analogies
 breaks words
 reads with expression
 attends to punctuation
 monitors for M, S, V
 rereads at difficulty
 attends to endings
 uses known parts
 contractions
 uses analogies
 breaks words
 reads with expression
 attends to punctuation
 monitors for M, S, V
 rereads at difficulty
 attends to endings
 uses known parts
 contractions
 uses analogies
 breaks words
 reads with expression
 attends to punctuation
 Progress
Pre- A
Monitoring
Check on letter/sound knowledge each week until the student
identifies 40 letters by name. Usually by the time the student
knows 40 letters, he or she also knows most of the letter
sounds. Once the student identifies at least 40 letters and
knows some sounds, discontinue the pre-A lessons and the
alphabet tracing. the student is now ready for emergent
guided reading lessons.

Move to the Emergent lesson plan

• Consider moving to the Emergent Guided Reading Plan when
they can:
• Write their first name without a model
• Identify about 40 uppercase and lowercase letters
• Demonstrate left-to-right directionality across one line
of print
• Understand enough English to follow simple directions
• Hear some letter sounds (at least 8)
 Emergent
Strategies & Skills Pre- A
Work with Letters Work with Sounds Read and Discuss Books
and Names
• Learn letter names • Foundational skills • Oral language
• Link letters to picture • Hear syllables • Vocabulary
concepts • Hear rhyming • Left-to-right directionality
• Learn letter sounds words • One-to-one matching
• Visual memory for • Hear initial • Concept of a letter and word
first name consonants • Concept of first and last
• Visual scanning left to • Link sounds to letter/word
right letters • Attend to print
• Letter formation • Period at the end of a sentence
Interactive Writing
Target Skills for Pre-A:
• Hear sounds in words
• Link sounds to letters
• Form letters
• Space between words
• One-to-one matching
 Emergent
Strategies & Skills level A
Students learn Picture Sorts Making Words Sound
to… Boxes
• maintain one-to- Initial Consonants Change initial consonant: 2 or 3 boxes
one on one line of
print. Choose 2 • go-no-so me map
• use meaning to • cat-hat-mat-pat we can
predict, monitor, Examples of • me-he-we-be he dad
and self-correct. pictures to sort • hop-mop-top-cop go
• read and write for Dd, Hh: • pot-lot-hot-dot no
about 10 words. • pan-man-ran-fan
• firm up letter desk, duck • map-cap-tap-gap
knowledge horse, hand • mad-had-sad-pad
• hear and use • dog-fog-log-hog
initial consonant
sounds in reading
and writing.
Guided Writing
Draw a line for each Dictate a sentence with 3-5 words. Include the new sight word that
word. was taught that day. Encourage students to stretch unknown words
and record dominant consonant sounds.
Use the top part of
the writing journal to Target Skills for Level A:
teach letter • Segment and record the initial consonant sound in each word
formation, write the • Hear and record long vowel sounds in words (with prompting)
new sight word, and • Learn to write about ten sight words
draw sound boxes. • Continue to work on letter formation
• Space between words with scaffolding
 Emergent
Strategies & Skills level B
Students learn Picture Sorts Making Words Sound
to… Boxes
• maintain one-to- Short vowels Change final consonant: 2 or 3 boxes
one on two lines (a and o)
of print. • rat-rag-ram-ran-rap am cap
• use meaning, Choose 2 • cat-cap-can-cab at dog
structure, and • man-mat-map-mad as log
known words to Examples of • hat-ham-had-has on mat
predict, monitor, pictures to sort • hot-hop-hog up
and self-correct. for a, o: an
• cross-check Change initial and final
meaning and first hat, cat consonant:
letters with mop, box
prompting. • mat-map-man-pan
• read and write • sat-sad-mad-had
about 20 words. • dog-hog-hot-dot
• hear and use • hot-cot-cop-hop
initial and final
consonants.
• hear and use
short vowels (a
and o)
Guided Writing
When you teach a Dictate a sentence with 5-7 words. The sentence should include the
skill during word new sight word that was taught that day, other known sight words,
study, prompt and at least one unknown word for students to problem-solve. When
students to apply it possible, include a word that gives students the opportunity to
in guided writing. practice the skill you taught during word study.

If you sorted short Target Skills for Level B:

a and o, prompt • Reread the sentence to predict and monitor (with prompting)
students to write • Hear and record dominant consonant sounds in each word
those sounds • Hear and record long vowel sounds in words
correctly when they • Hear and record short a and o sounds in words (with prompting)
appear in their • Learn to write 15-20 high-frequency words
writing. • Write phonetically regular words in sound boxes (with support)
• Place a period at the end of the sentence
• Space between words with the support of teacher-drawn lines
 Emergent
Strategies & Skills level C
Students learn Picture Sorts Making Words Sound
to… Boxes
• use meaning, Short vowels Change initial, medial, and final 3 boxes
structure, known (e, i, u) letters:
words, and initial bag sit
consonants to Choose 2 or 3 • can-cap-map-mop-top hop gum
predict, monitor, • sat-sad-mad-mud-bud rap big
and self-correct. Examples of • dog-dot-hot-hop-hip job wet
• Cross-check pictures to sort • ran-run-bun-bug-bag cab hop
meaning and first for e, i, u: • lap-lip-lid-lad-mad vet tag
letters to solve • got-get-net-pet-peg cap mob
unknown words bed, leg • his-hit-pit-pot-hot-hop rid fog
without pig, lip • has-hid-rid-rig-wig can jog
prompting. cup, rug • run-bun-bin-bit-bet get nod
• Read and write
about 30 words.
• Hear and record
CVC words in
sequence with
prompting.
Guided Writing
Stop drawing a line Dictate a sentence that relates to the story and has 7-10 words.
for each word. Include the new sight word, other known sight words, and CVC
Students learn to words with short vowels.
space with a few
verbal prompts. Target Skills for Level C:
• Remember and reread the sentence without prompting
Teaching Points: • Say each word slowly while writing
• letter formation • Learn to write about 30 high-frequency words
• sight words • Write phonetically regular words in sound boxes with some
• sound boxes support for vowel sounds
• Hear and record CVC sounds in sequence
• Space between words without scaffolding
• Put a period at the end of the sentence without prompting
• Introduce a capital letter at the beginning of a sentence
 Emergent
Strategies & Skills level C
Students Picture Making Words Sound Guided
learn to… Sorts Boxes Writing
• use meaning, Short vowels Change initial, medial, 3 boxes Dictate a
structure, (e, i, u) and final letters: sentence with
known words, bag 7-10 words.
and initial Choose 2 or • can-cap-map-mop- hop
consonants 3 top rap Examples:
to predict, • sat-sad-mad-mud- job
monitor, and Exampes of bud cab Come and
self-correct. pictures to • dog-dot-hot-hop-hip vet look at a my
• Cross-check sort for e, i, • ran-run-bun-bug-bag cap red car.
meaning and u: • lap-lip-lid-lad-mad rid
first letters • got-get-net-pet-peg can We will catch
to solve bed, leg • his-hit-pit-pot-hot- get the big fish in
unknown pig, lip hop the lake.
words cup, rug • has-hid-rid-rig-wig
without • run-bun-bin-bit-bet
prompting.
• Read and
write about
30 words.
• Hear and
record CVC
words in
sequence
with
prompting.
 Reading Emergent
A -C
Behaviors
o Uses Oral o Retells
Language Skills o Forms Letters
o Takes Risks o Knows Letter Sounds
o Monitors for o Hears and Records
Meaning Sounds in CVC Words
o Cross-Checks o Writes Sight Words
 Emergent
Interventions A -C
Focus Suggestions for Intervention

Uses oral • Select texts that match the student’s oral

language language level.
skills • Encourage conversations during guided
reading. Ask the student to discuss the
pictures in the book during the introduction.
Avoid asking questions that require one-word
answers. Instead say, “Talk about this page.”
Provide sentence starts and praise attempts.
After reading, engage the student in a
genuine conversations about the book. Use the
pictures to prompt the student to include
details. Be encouraging and supportive.
• Make a special effort to have conversations
throughout the day. During interactive read-
alouds, have students turn and talk to a
partner. Scaffold with sentence starters such
as My favorite part is… or The girl is angry
because…
• During guided writing dictate simple sentences
that match the student’s language level. Use
the structure of the guided reading book
when appropriate. Avoid prepositional phrases
and complex sentences until the student
develops stronger oral language skills.
Gradually increase the complexity.
 Emergent
Interventions A -C
Focus Suggestions for Intervention

Uses oral • During whole-group instruction, do shared

language reading with songs and chants.
skills • Have students listen to simple stories and
songs during independent learning time.
• Ask an older student to be a reading buddy.
Have them read together from the child’s box
of familiar books.
Takes risks • Select an easier book. Children will take risks
when there are fewer challenges. An easy
book will make the child feel successful and
confident.
• Some children are extremely sensitive to
correction and will not attempt a word
because they are afraid of being wrong. For a
few days, ignore the student’s errors. Once
confidence is restored and the child begins to
try unknown words, be generous with praise
and gentle with correction.
Monitors • During reading, if the student makes an error
for that changes the meaning of the sentence,
meaning say, “Did that make sense? Think about the
story.”
• Prompt the student to reread and make
sense.
 Emergent
Interventions A -C
Focus Suggestions for Intervention

Cross- • Most emergent readers quickly learn how to

checks use picture clues. The challenging part of the
process is using initial letters. Point to the
first letter of a word and prompt the student
to make the sound and then check the picture.
• While you listen to the child read, say, “How
did you know it was flower and not daisy?” The
response you want is, “Because it starts with
an f.” This is the first sign a child is cross-
checking.
• Use the cross-checking teaching point
described on page 77 (yellow book). If you
teach cross-checking every day, children will
quickly apply this strategy as long as they
know the letters sounds and picture concepts.
Retells • During the discussion after reading, have
students take turns retelling one part of the
story. If a child can’t recall any event, show a
picture from the book.
• If you want the child to provide more details
say, “Tell me more. What else did you read?
Think about the pictures you saw in the book.”
• If the book has a story with a beginning,
middle, and end, prompt the student to retell
the story in sequence. Scaffold with pictures.
 Emergent
Interventions A -C
Focus Suggestions for Intervention

Forms • If the child has difficulty holding a pencil

letters correctly, experiment with different pencil
grips until you find one that works. Usually fat
pencils are easier to hold than thin ones.
• Ask the occupational therapist to observe the
student and make recommendations.
• Some handwriting programs, such as
Handwriting without Tears, can help children
with weak motor skills.
• During guided writing, select a letter the
student needs to work on. Have the student
form the letter three ways: in the air with big
movements, on the table using his or her
finger, and on the dry-erase board. Each time
the student forms the letter, he or she should
say the verbal pathways listed on pages 43-44
(yellow book).
Knows • Assess the student on the letter sounds, and
letter systematically teach the ones he or she
sounds doesn’t know with picture sorting during word
study. Teach the letters with the easiest
sounds first (b, d, f, j, k, l, m, n, p. r, s, t, v, z).
These letters have the sound in the letter
name.
 Emergent
Interventions A -C
Focus Suggestions for Intervention

Knows • Use picture links and movements to teach the

letter hard-to-learn sounds. Children might learn the
sounds /w/ by connecting it to Walmart, and the /h/
by breathing on their hand.
• Place an alphabet chart next to the student
so that he or she can refer to it while
reading and writing.
Hears and • If the student knows the sounds but is not
records using them in writing, use sound boxes during
sounds in word study. Dictate a word with two or three
CVC words phonemes. Sometimes three phonemes are
easier to hear than two. Support the student
with vowels, since they are often hard to
hear. Avoid digraphs, blends, and silent
letters.
• During guided writing, use sound boxes to help
the student hear sounds in CVC words.
• Always have the student say the words while
writing them.
• If the student is segmenting the sounds but
does not remember the letter that matches
that sound, refer him or her to the alphabet
chart. Say, “Find the letter in this line that
says /m/”.
 Emergent
Interventions A -C
Focus Suggestions for Intervention

Writes sight • Take stock of the words the student can write
words by dictating the words on the Sight Word
Chart. Put a plus (+) next to the words the
student wrote quickly and accurately. Now
teach one of the words the student doesn’t
know. Begin with the phonetically regular
words so the student can use the letter
sounds the learn how to spell them.
• Vary sight word instruction by teaching three-
and four-letter words along with two-letter
words.
• When teaching the new sight word in the
lesson plan, follow all steps each day:
Introduce the Word, What’s Missing?, Mix & Fix,
Table Writing, Write It. Do not skip a step. Do
not teach a new sight word until the student
has firmly learned this one.
• Always include the new sight word and a few
familiar sight words in the dictated sentence.
• Give magnetic letters to the parents. Each
week send home a list of five words you have
recently taught and show the parent how to
do the steps as homework.
 Emergent
Troubleshooting A - C
Troubleshooting the Book Introduction
If students… Then…

need oral language support have students take turns talking

about the pictures. Prompt
them to use complete sentences
and discuss details that are in
the picture.
are dual language learners model a simple sentence for
(DLL) students to repeat.

need support to cross-check give students options for some

picture concepts. It could be a
bunny or a rabbit.

are disengaged you may be talking too much.

Engage students in discussing
the pictures.
 Emergent
Troubleshooting A - C
Troubleshooting Emergent Readers
If students… Goal Prompts

Stop and Use meaning You noticed something

appeal or wasn’t right! Now reread
ignore the the sentence and think
picture what would make sense.
Use your picture to help
you.
Insert or omit Match one-to- Point to each word as you
words one read.

Misread Use known Show me ____. Reread the

unknown words words sentence.

Error doesn’t Monitor for Are you right? Does that

make sense meaning make sense?
Try that again and think
about the story.
Use the Use first letters That makes sense, but look
picture but at the first letter. Sound
ignore the the first part. What would
first letters make sense and look right?
 Emergent
Troubleshooting A - C
Troubleshooting Emergent Readers
If students… Goal Prompts

Ignore the end Visually scan Check the end of the word.
of the word What would look right? Run
(e.g., run/runs) your finger under the
word.
Read Confirm How do you know it is ____
accurately strategy and not ____ ?
 Emergent
Troubleshooting A - C
Troubleshooting Learning a New Sight Word
If students… Then…

have trouble remembering show them the word again and

the missing letter slide the card across the word.
Tell them to look closely.

make the word incorrectly intervene immediately and have

with magnetic letters them check the model on the
easel.

are not carefully writing the tell them to slow down and look
word on the table at their finger. Watch them
“write” the word.

forget how to write the tell them to look under their

word index card and point to each
letter.

write a letter backward show them the letter on the

ABC chart and have them write
it correctly.

can’t write the familiar word dictate an easier word

can’t retrieve the new word tell them to look at their

magnetic letters.
 Emergent
Troubleshooting A - C
Troubleshooting Word Study
If students… Then…

can’t hear beginning demonstrate holding the first sound of

sounds the word and point to your mouth. Say,
“Do what my mouth is doing:
mmmmmm.”
don’t associate the use the picture links on the alphabet
correct letter with chart. Say, “mmm is like moon. Find the
the sound moon on your chart. What letter is
that?”
can’t hear the medial model how to say the word slowly and
vowel sound give the vowel sound a little punch (m-
a-a-p).

put a letter in the show the letters for the previous word
wrong place when (cat) and have students slowly run
making a new word their finger under that word while
saying the new word (can). Say, “what
letter needs to change? What part
doesn’t look right?” Then have students
remove the t in cat before reaching
for the n to make can. Insist they
check the old word and remove the
wrong letter before reaching for the
new letter they need.
 Emergent
Troubleshooting A - C
Troubleshooting Word Study
If students… Then…

write the sounds out use small plastic disks to help students
of sequence during hear sounds in sequence. Say the word
sound boxes very slowly and push a disk into each
box, sound by sound. Then have
students do the same task.
write the wrong have students say the word slowly and
letter in the sound hold up a finger for each sound. Then
box use the ABC chart to link the
troublesome sound with a letter. “What
sound did you say at the end? What
letter makes that sound? Check your
ABC chart.”
 Emergent
Troubleshooting A - C
Troubleshooting Guided Writing
If the Say…
student…
forgets the Reread and point to each word. What comes
sentence next? (If this doesn’t help, tell him or her the
that’s being sentence and have the student repeat it.)
attempted
forgets to What goes at the end? (Show the student
put the where to put the period. After writing, have
period the student circle the periods in his or her
story.)
forms a Find that letter on your alphabet chart.
letter Practice making it on your paper. (When
incorrectly necessary, model correct formation).

needs help Say the word slowly and write the sounds you
hearing hear. (If the words has two or three
sounds in phonemes, draw sound boxes on the paper and
words have the student say the word slowly as he or
she writes the sounds in the boxes.)
misspells Does it look right? (Erase the wrong letter(s)
sight words and ask, What’s missing? If the student can’t
remember the word, write the word on the top
part of the journal and have them practice
writing the word before correcting it.
 Emergent
Troubleshooting A - C
Troubleshooting Guided Writing
If the Say…
student…
forgets to You need to space between your words. Pick up
put spaces your pencil and move it over after you write
between each word. (Teach children to use their finger
words to make a space between words. If this is too
cumbersome for the student, continue drawing
a line for each word until the student spaces
without prompting).
doesn’t hear Say the word and listen to the end. What
inflectional letter(s) do you need at the end of the word?
endings (At level C, you can expect students to hear
and record endings you have taught, such as
-s and –ing.)
forgets to Go to the first word of your sentence and
use circle the first letter. This letter should be
uppercase uppercase. Use the ABC chart to find the
letters uppercase letter you need if you need help.
 Emergent
Teaching Prompts A - C
Goal Demonstration and Teaching

Apply one-to- Have students chorally read one page and

one matching frame each word with their index fingers. This
will demonstrate voice-to-print-match.

Use meaning Turn to a page and model how to use the

and take risks picture to figure out a word. Say, “If you don’t
know a word, always check the picture.”

Monitor for Read a sentence from the book and make an

meaning error. Say, “Think about the story and check the
picture. Did that make sense? Find my mistake.
Let’s read that sentence together.”
Use letters Read a sentence and articulate the first sound
and sounds of a challenging word. Say, “If you don’t know
a word, make the first sound to get it started.
That will help you figure it out.” Point to a few
words on the page and ask students to make
the first sound.
Uses known Have students turn to a page in the book and
words ask them to quickly find a sight word. Say,
“Show me go. Show me can. Let’s read that
sentence together.”
 Emergent
Teaching Prompts A - C
Goal Demonstration and Teaching

Cross-check Cover the picture and have students read the

letters and text. When they come to the challenging word,
sounds with point to the first letter and say, “Make the
meaning first sound.” Then reveal the picture. Repeat on
another page or two. This action demonstrates
the importance of checking one source of
information (visual) with another (meaning). It
is especially appropriate for children who
over-rely on pictures and ignore visual
information.
Visually scan Write a word on the dry-erase board. Slide
your finger under the word as you say it slowly.
Do not segment each sound. Say, “This is the
word can. Say it slowly as I run my finger
under the word. When you read, you need to
look all the way to the end of the word.”
Reread to Select a page where a student had difficulty.
problem- Read up to the tricky word and pretend not to
solve know it. Then model how to reread from the
beginning of the sentence. Say, “When you get
stuck, reread the sentence and think about the
story.”
 Emergent
Lesson Outline A -C
Day 1 Day 2
Sight Word Review Sight Word Review
Introduce New Book
Read the Book with Prompting Reread Books with Prompting
Discuss and Teach Discuss and Teach
Teach a New Sight Word Reteach the Sight Word from
Day 1
Word Study Activity Guided Writing

Although comprehension is the goal of every guided reading lesson,

the short, simple stories written at the emergent level will not
always lend themselves to deep discussions. Retelling is
appropriate, but you might also discuss story elements to have
students compare and contrast ideas. Write your comprehension
focus on the lesson plan and weave it into your discussion.

Comprehension Strategies for Emergent Readers

Fiction Strategies
• Retell the story
• Make connections
• Ask & answer questions
• Identify the characters,
setting, problem, and solution
Nonfiction Strategies
• Ask & answer questions
• Identify main topic
• Recall key details
• Make connections
• Compare and contrast
concepts
Lesson Outline Emergent
Day 1 A -C
Component Activities Purposes
Sight Select three sight words • Increase visual
Word that have been memory
Review previously taught to • Practice letter
review. formation
1-2 • Build automaticity
minutes Give each student a dry with sight words
erase marker and an
alphabet chart in a
plastic sleeve. Student
will write the 3 sight
words on the ABC chart.
Introduce Prepare a brief synopsis • Support oral
a New that includes the language
Book characters’ names and • Help students make
the problem. For predictions
informational texts • Encourage students
3-5 include the topic and an to ask questions
minutes enticing statement • Build schema
about the information • Extend vocabulary
students will learn from
the book.

Teach any unfamiliar

vocabulary.
Lesson Outline Emergent
Day 1 A -C
Component Activities Purposes
Read with Students read • Teach and prompt
Prompting independently while for strategic activity
teacher confers with
8-10 each student. If
minutes students finish the book
before you call time,
have them reread the
story.

Differentiate prompting
based on student needs.
Discussion Engage the students in • Increase and extent
Prompt a short, meaningful comprehension
conversation about the
story. Ask the to recall
2-3 what they read. At least
minutes one of the discussion
prompts should support
your comprehension
focus for the book. Use
the text and pictures to
discuss the characters
and make connections to
personal experiences.
Lesson Outline Emergent
Day 1 A -C
Component Activities Purposes
Teaching Use your interactions • Demonstrate word-
Point with students during the solving strategies
reading of the book to and other strategic
1-2 select a teaching point. activities
minutes Briefly demonstrate a
strategic action to the
group. Your teaching
should be quick and
clear. Teach by
demonstration.
Teach a Choose a new sight • Teach sight words
New Sight word that was in the • Establish visual
Word book. Start by scanning skills
introducing the word on
a dry-erase board. Tell
2-3 students the word and
minutes ask them to look at
each letter as you slide
an index card left to
right across the word.
• What’s Missing?
• Mix & Fix
• Table Writing
• Write It (on ABC
chart)
 Lesson Outline Emergent
Day 1 A -C
Component Activities Purposes
Word Choose a target skill: • Teach phonemic
Study • Level A – initial awareness and
Activity consonants phonics
• Level B – initial and • Establish visual
final consonants, scanning skills
3-4 short medial vowels • Hear and record
minutes • Level C – short sounds in sequence
medial vowels; initial,
medial, and final
sounds in CVC words
Choose an activity:
• Picture Sorting
• Making Words
• Sound Boxes
Lesson Outline Emergent
Day 2 A -C
Component Activities Purposes
Sight Select three sight words • Increase visual
Word that have been memory
Review previously taught to • Practice letter
review. One word should formation
1-2 be the new sight word • Build automaticity
minutes introduced on Day 1. with sight words

Give each student a dry

erase marker and an
alphabet chart in a
plastic sleeve. Student
will write the 3 sight
words on the ABC chart.
Reread Students independently • Build automaticity
Books with read the new book from with sight words
Prompting Day 1. Spend a few • Increase fluency
minutes conferring with
each student. After
8-10 students read
minutes yesterday’s new book,
have them reread other
books from previous
guided reading lessons
until time is up.
Lesson Outline Emergent
Day 2 A -C
Component Activities Purposes
Discuss & Have a short discussion • Demonstrate word-
Teach of the story and teach solving strategies
one or two strategic and other strategic
3-5 actions. activities
minutes • Build comprehension
skills

Reteach Teach the sight word • Teach sight words

the New you taught on Day 1. Be • Establish visual
Sight sure to follow all scanning skills
Word procedures:
from Day 1 • Introduce the word
• What’s Missing?
• Mix & Fix
2-3 • Table Writing
minutes • Write It

Do not introduce a new

sight word until the
previous word is firmly
known.
Lesson Outline Emergent
Day 1 A -C
Component Activities Purposes
Guided Make each student a • Learn language
Writing writing journal. The structures
bottom half is for • Improve letter
students to write their formation
5-8 sentence, the top half is • Practice spelling
minutes for practicing and (inventive and
teaching. traditional)
• Teach phonemic
Dictate a sentence awareness
about the book that • Apply phonics skills
includes the new sight • Learn conventions
word you taught during
the lesson. Have
students repeat the
sentence several times
until they memorize it.

Allow students to work

at their own pace. Do
not dictate the sentence
word by word. Work with
each student and
differentiate your
scaffolding based on his
or her needs.
 Progress Emergent
A -C
Monitoring
Take daily anecdotal notes and assess students about every
ten lessons. Assess the following:
• Letters and Sounds (discontinue when the student knows all
52 letters and 26 sounds)
• Sight Words
• Running Record

Move to the Early lesson plan

• Consider moving to the Emergent Guided Reading Plan when
they can:
• Read text Level C with few errors
• Read and write about 25-30 sight words
• Solve new words by using pictures and initial letter
sounds
• Monitor for meaning
• Reread to access meaning and structure
• Hear and record CVC words in sequence
• Maintain one-to-one matching without pointing.